Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance-Reference-Cited by-同舟云学术

Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance

Published:2023-09 Issue: Volume:78 Page:101262
ISSN:0191-491X
Container-title:Studies in Educational Evaluation
language:en
Short-container-title:Studies in Educational Evaluation

Author:

Tomazin Ligia^ORCID,Lipnevich Anastasiya A.,Lopera-Oquendo Carolina

Publisher

Elsevier BV

Subject

Education

Reference41 articles.

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3. Implementing summative assessment with a formative flavour: A case study in a large class;Broadbent;Assessment and Evaluation in Higher Education,2018

4. Developing sustainable feedback practices;Carless;Studies in Higher Education,2011

5. Faul, F., Erdfelder, E., Buchner, A., & Lang, A.G. (2009). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences [Software]. Available from 〈http://gpower.hhu.de/〉.

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Teachers’ Feedback Practices, Students’ Engagement and Academic Adjustment: Moderating Effects of Gender;International Journal of Home Economics, Hospitality and Allied Research;2023-12-06

2. Shifting feedback agency to students by having them write their own feedback comments;Assessment & Evaluation in Higher Education;2023-10-08